Relationship between Teachers Perceptions of Principals’ Management of Strategic Planning Guidelines Strategy and Students’ Academic Performance in Public Secondary Schools in Nairobi City County, Kenya

Consolata Muthoni Kimuya ,G N Kimani ,James Mwaura

doi:10.7176/jep/12-17-11

Abstract

In a rapidly changing era, educational change has become one of the crucial tasks for better student performance in schools. Principals are charged with the responsibility of creating a conducive learning climate that fosters academic success. The success is dependent on the way principals manage the process of school wide-change. The purpose of this study was to examine the relationship between teachers‟ perceptions of principals‟ management of strategic planning guidelines strategy and students‟ academic performance in public secondary schools in Nairobi City County. The study fitted within cross-sectional descriptive survey designs with a target population comprising 94 public secondary schools, 94 principals, and 906 teachers. The schools were stratified to categories; national, extra-county, and county schools to ensure equal representation during sampling. Stratified simple random sampling methods were used to select schools, principals and teachers. The sample size comprised 30 principals and 304 teachers. Data was collected using teachers‟ questionnaire and a school data form. Data were analysed through descriptive and inferential statistics. The hypothesis was tested at .05 alpha levels using linear regression analysis. It was found that teachers‟ perceptions towards principals‟ management of strategic planning guidelines strategy were positively correlated to students‟ academic performance (p < .001). It was concluded that when several changes are implemented simultaneously, student academic performance improves greatly. The study recommends that principals in schools should incorporate the necessary school-wide changes that influence students‟ academic performance Keywords: Teachers Perceptions, Principals, Management, Strategic Planning, Academic Performance, Public Secondary Schools . DOI: 10.7176/JEP/12-17-11 Publication date: June 30 th 2021

Highlights

Globally, educational management in the 21st Century is expected to focus on the achievement of the Sustainable Development Goals (SDGs) which were identified by 193 countries that came together in 2015, Kenya being one of them (UNDP, 2015)
Hrebiniak continued to purport that constant identification, development, testing, implementation, and assessment of a variety of effective learning technologies including new applications of computer and information technology which are great changes likened to school wide change and it is expected to initiate students‟ achievement leading to improved academic performance
The findings revealed that a strategic management system placed the teachers in predetermined positions for effective performance which resulted in improved student‟ academic performance

Summary

Introduction

Educational management in the 21st Century is expected to focus on the achievement of the Sustainable Development Goals (SDGs) which were identified by 193 countries that came together in 2015, Kenya being one of them (UNDP, 2015). A study by Beare, Caldwell, and Millikan (2005), argue that complex and dynamic changes are required for sustained school improvement in the 21st Century. Caldwell, & Millikan (2005), argue that complex and dynamic changes are required for sustained school improvement (West, Jackson, Harris, & Hopkins, 2000). This shift requires numerous changes in educational context. Hrebiniak continued to purport that constant identification, development, testing, implementation, and assessment of a variety of effective learning technologies including new applications of computer and information technology which are great changes likened to school wide change and it is expected to initiate students‟ achievement leading to improved academic performance

Methods

Results

Conclusion